The mission of the Department of English
is to foster learning in the fields of language and literature.
The Department fulfills its mission by providing instruction in
the University's General Education Program and by offering both
an undergraduate and graduate major in English and undergraduate
minors in English and American literature and in creative
writing. In these various curricula, the Department accomplishes
its goals by (1) encouraging students to improve their writing
skills and teaching them methods to achieve this improvement; and
(2) representing literature and language as essential to educated
people's understanding of their cultural traditions and the
cultural traditions of other peoples. In fulfilling its mission,
the Department serves the missions of the University and the
College of Liberal Arts and Sciences, respectively.

To accomplish its mission, the Department
of English needs to recruit, retain, and reward faculty members
who, by their teaching, their research and creative activities,
and their professional service, demonstrate an enthusiastic
lifelong commitment to first-rate teaching and scholarship. The
Department of English upholds the model of the teacher-scholar
who successfully combines the teaching of writing and literature
with scholarly and creative productivity.

In writing these Tenure, Promotion, and
Renewal Guidelines, the Department of English has followed the
criteria established by the University and by the College of
Liberal Arts and Sciences. Accordingly, the Department gives the
highest priority to teaching performance; second priority to
research and creative activity that results in professional
development; and third priority to professional service.
"While each faculty member should seek to excel in the above
three areas, for tenure, promotion and renewal all faculty must
demonstrate at least satisfactory performance in these areas of
responsibility. No faculty member may be excluded from any of
the required areas of evaluation. On a year-to-year basis a
faculty member's commitment to each of the above areas may vary
considerably, depending on his or her own interests and the
University's needs" (LAS Guidelines 1)

Also, in accordance with the MLA Guidelines for Evaluating Computer-Related
Work in the Modern Languages, the Department believes that
computer-related work, like other forms of scholarship, teaching,
and service, should be evaluated as an integral part of a faculty
member's accomplishments. Therefore language related to
teaching, scholarly/creative activities, and professional service
throughout this document also refers to computer-related work.
As stated in the MLA Guidelines, "faculty members who pursue
computer-related work as part of their formal assignments should
be prepared to make explicit the results, theoretical basis, and
intellectual rigor of their work, as well as its relevance to the
discipline."

Policies and procedures governing tenure,
promotion and renewal are described in the Bradley University
Faculty Handbook. In all matters relating to tenure, promotion,
and renewal recommendations, the policies and procedures
contained in the Handbook take precedence over policies and
procedures contained elsewhere (LAS Guidelines 3).

This document pertains to tenure,
promotion, and renewal procedures in the Department of English.
It is written in compliance with the policies and procedures
described in the Tenure, Promotion, and Renewal Guidelines of the
College of Liberal Arts and Sciences, and becomes effective upon
the date approved by the English faculty.

Each member of the faculty will be given
a copy of these procedures upon initial employment.

The Dean will initiate the tenure and promotion process
each year by calling for nominations. Nominations may be made to
the Department Chairperson by any faculty member in the
department including a faculty member seeking promotion. It is
understood that nomination does not necessarily imply a positive
decision. Nominations for promotion may be withdrawn by the
nominee at any stage of the review process without prejudice (LAS
Guidelines 3).

The English Department will have a Tenure, Promotion, and
Renewal Committee (TPR). Where practical and reasonable, the
following procedure will be used: 1) For tenure and renewal
recommendations the Committee will consist of all tenured faculty
in the Department. 2) For promotion recommendations the
Committee will consist of all tenured and tenure track faculty in
the Department who possess the rank equivalent to or higher than
the rank being sought by the nominee. The Chairperson of the
Committee will be elected by the Committee (LAS Guidelines 3).

1. The Chairperson of the
Department Committee will call a meeting of the Committee to
discuss the qualifications of the candidate. The nominee will
provide to the Committee, prior to the annual evaluation, a
written report which documents teaching, research and creative
activities, and service contributions.

2. The Committee may ask the
nominee to provide additional information and to respond to
questions.

3. The Committee shall vote by
secret ballot. The numerical results of the ballot, along with
any written comments, shall be forwarded by the Chairperson of
the Committee to the Department Chairperson. The Department
Chairperson shall notify the nominee of the Committee vote and
his/her own recommendation. Reasons for all recommendations by
the Department Committee and/or the Chairperson shall be provided
in writing. He/she will forward the results of the vote along
with his/her recommendation to the Dean. If the Department
Chairperson is the nominee, the Chairperson of the Committee will
forward the results of the vote directly to the Dean (LAS
Guidelines 4)

1. The Chairperson of the
Department Committee shall call a meeting of the Committee to
discuss the qualifications of the candidate. The meeting should
be held prior to February first for first-year faculty members,
prior to November fifteenth for second-year faculty members, and
at least fourteen months before the expiration of an appointment
for faculty members with two or more years of service in the
institution.

2. The remaining actions are the
same as those contained in Steps B and C of Section III. (LAS
Guidelines 4)

Outstanding
teaching is characterized by faculty members
who exhibit scholarly preparation and a command of the current
state of their discipline; develop courses beyond a mere
exposition of the textbook; are current in teaching pedagogy and
are motivated to experiment and innovate; engage students as
active participants in the learning process and in the quest to
understand; maintain an environment that will excite and
challenge students in the subject matter of the course and
cultivate an attitude of lifetime learning; and display interest,
patience, and accessibility in interacting with students (LAS
Guidelines 5).

While no single method of teaching is superior to another,
each faculty member should have the skill to handle effectively
several different approaches to teaching. Whatever the approach,
ranging from traditional to computer-related, effective teaching
should foster critical processes of thought, clarity of
expression, comprehension of the subject, and enthusiasm for
itspursuit. The methods used to achieve these goals may vary
with the subject and the level at which one is teaching, but the
quality of mind, the breadth of learning, and the originality and
interest brought to the task are essential at all levels (LAS
Guidelines 5).

Besides the above criteria for teaching described in the
Tenure, Promotion, and Renewal Guidelines of the College of
Liberal Arts and Sciences, the Department of English also
believes that teachers succeed when they meet individual course
objectives and departmental program objectives. Those faculty
seeking tenure must demonstrate success and development in their
teaching since their initial appointment at Bradley. Those
faculty seeking advancement in rank must demonstrate both
continued success and continued development in their teaching.

The candidate's report should evaluate teaching and
student advising performance, efforts to develop and improve that
performance, and plans for future development. He or she should
divide the report as follows:

&nbsp
; The Department of English expects its faculty to be
actively involved in research and scholarship. Since the first
priority is excellent teaching, the faculty member should engage
in research and creative activities that will support and enhance
teaching. These activities may include computer-related research
and scholarship. Active participation in scholarship and
creative production is also a continuing source of professional
development through which the faculty member gains personal
satisfaction and brings credit to the Department, the College,
and the University.

&nbsp
; Evaluation of the faculty member's scholarly, creative,
and professional development will include the following
documentation, as stated in the Guidelines of the College of
Liberal Arts and Sciences and approved by the Department of
English. Evaluation of computer-related research and scholarship
will be conducted in accordance with the MLA Guidelines appended
to this document.

1. Background

&nbsp
; a. Past research/creativity interests and activities

&nbsp
; b. Present research/creativity interests and activities

&nbsp
; c. Future research/creativity interests and activities

2.
Documentation

&nbsp
; a. List of publications or software

&nbsp
; b. Copies or Xerox copies of publications or software

&nbsp
; c. List of
grant proposals, copies of the proposals, and their status

&nbsp
; d. Lists of scholarly talks and poetry/prose readings

&nbsp
; e. Lists of other activities (e.g. reviewing, editing,
etc.)

&nbsp
; f.
Internal or external peer reviews or letters regarding research,
creative production or professional development

&nbsp
; g. Awards,
special recognition, or other indications of research
competence and scholarship (LAS Guidelines 7)

&nbsp
; Service is less important than teaching or
scholarly/creative production. Service can not make up for
deficiencies in either of the latter. Nevertheless, service is
expected from all faculty to some degree according to the stage
of academic career. Beginning faculty cannot be expected to
participate as actively in university governing levels or in
local or national professional and service organizations as their
more senior colleagues. Indeed, it is better that junior faculty
service be limited so that their time is not diverted from
teaching and research (LAS Guidelines 7).

&nbsp
; Obviously service activities vary in importance. The
weight accorded the service depends on the service performed. It
is, therefore, the candidate's responsibility for justifying the
appropriate value of the activity to university and community
(LAS Guidelines 7).

&nbsp
; In accordance with both the University and College
Guidelines on service, the Department understands that the first
priority is given to faculty participation in the governing
process of the Department, College, and University. To a lesser
degree, but also important, the Department values the sharing of
professional expertise with the several communities that comprise
the university, the region, and the world. Professional service
also includes computer-related service, such as organizing and
managing a computer classroom or lab, or training students and
colleagues. Evaluation of computer-related service will be
conducted in accordance with the MLA Guidelines appended to this
document.

&nbsp
; The report should identify each service contribution and
supply a one-sentence description of each activity:

(The criteria
used to evaluate the faculty member for tenure are as follows:)

&nbsp
; 1. A record of successful
teaching in the fields for which he or she was appointed. Those
faculty seeking tenure must demonstrate continued success and
development in their teaching since their initial appointment at
Bradley.

&nbsp
; 2. A record of achievement in
research and/or creative production with the promise of
comparable academic performance and professional growth in the
future.

&nbsp
; a. Refereed or Editorially Reviewed Publications

&nbsp
; Achievement in research and
creativity is demonstrated by capping a record of research and/or
creative activity with refereed or editorially reviewed
publications. It is not appropriate to the spirit of these
English Department Guidelines, however, to specify an absolute
number of publications for tenure and promotion decisions.

&nbsp
; Publications may include scholarly articles, book
chapters, or books. The articles should be published in
international, national, regional, or state refereed or
editorially reviewed journals. Among the types of books
considered are scholarly and creative books and textbooks. The
quality of the publishing house will be considered.

&nbsp
; For candidates in creative writing, published works may
include works of fiction or a body of poetry in international,
national, regional, or state refereed or editorially reviewed
periodicals. The quality of the periodical will be considered.
A candidate in dramatic writing is expected to have staged
performances or publications of dramatic works at the national,
regional, state, or local, if deemed appropriate, level.

&nbsp
; Other publications, such as book review essays,
encyclopedia articles, and biographical essays, will be
considered on their merits.

&nbsp
; The candidate in critical scholarship and creative writing
may submit a combination of scholarly and creative publications
to meet the above requirements.

&nbsp
; b. Scholarly and Professional Organizations

&nbsp
; The candidate is expected to have
presented papers at regional or national scholarly conferences
and/or to serve in an office(s) of national or regional scholarly
organization(s).

&nbsp
; The candidate in creative writing
is expected to have given public readings and/or to serve in an
office(s) of national or regional scholarly organization(s).

&nbsp
; c. Scholarly, Creative, and Professional Development

&nbsp
; The candidate is expected to stay
current in areas of expertise through attendance at such
scholarly, creative, and professional settings as conferences,
workshops, or seminars. The candidate should provideevidence of
continued scholarly, creative, and professional development.

&nbsp
; 3. A record of satisfactory
participation in professional service.

Computer-related
work in any of the three areas listed above will be evaluated in
accordance with the MLA Guidelines and attachments in the
Appendix.

&nbsp
; 2. Associate
Professor. To be
appointed or promoted to the rank of Associate Professor, a
faculty member shall have demonstrated substantial professional
achievement by establishing:

&nbsp
; a. A
record of continued success and development in his or her
teaching.

&nbsp
; b. A
record of scholarly research and/or creative activity.

&nbsp
; (1) Several Professional
Publications

&nbsp
; These may
include scholarly articles, book chapters, or books. The
articles should be published in international, national or
regional refereed or editorially reviewed journals. The quality
of the journal will be considered. Among the types of books
considered are scholarly and creative books and textbooks. The
quality of the publishing house will be considered.

&nbsp
; For candidates in creative
writing, published works may include works of fiction or a body
of poetry. These works should be published in an international,
national or regional refereed or editorially reviewed journal or
a chapbook of fiction or poetry. The quality of the journal or
publishing house will be considered. The candidate in dramatic
writing is expected tohave staged performances or publications of
dramatic works. These works should be staged at the national or
regional level.

&nbsp
; Other publications, such as book
review essays, encyclopedia articles, and biographical essays,
will be considered on their merits.

&nbsp
; The candidate in critical
scholarship and creative writing may submit a combination of
scholarly and creative publications to meet the above
requirements.

&nbsp
; (2) Scholarly and Professional
Organizations

&nbsp
; The
candidate is expected to have presented papers at regional or
national scholarly conferences and/or to serve in an office(s) of
national or regional scholarly organization(s).

&nbsp
; The
candidate in creative writing is expected to have given readings
as an invited guest of a university, college, or other
appropriate forum and/or to serve in an officer(s) of national or
regional scholarly organization(s).

&nbsp
; &nbs
p; (3) Scholarly, Creative, and Professional
Development

&nbsp
; The
candidate is expected to stay current in areas of expertise
through attendance at such scholarly, creative, and professional
settings as conferences, workshops, seminars, or fellowships.
The candidate must provide evidence of continued scholarly,
creative and professional development.

&nbsp
; c. A
record of active participation in professional service

&nbsp
; Computer-related work in any of the above areas will be
evaluated in accord with the MLA Guidelines and attachments in
the Appendix.

&nbsp
; d. The
minimum time of completion in the previous rank shall be five
years, except for rare and extraordinary cases. An Associate
Professor shall have an earned doctorate or other terminal degree
appropriate to the faculty member's teaching field.

&nbsp
; 3. Professor.
To be appointed or
promoted to the rank of Professor, a faculty member shall have
manifested a deep-seated and on-going commitment to teaching, to
research and/or creative production, and to professional service.
Specifically, this faculty member shall have:

&nbsp
; a.
Reached a highly successful level of teaching performance based
upon continued development

&nbsp
; b.
Progressed with published research and/or outside professionally
peer reviewed creative production to the point of recognized
accomplishments in his or her field. In addition, a faculty
member shall have developed a well-formulated, self-sustaining
program of research and/or creative production with both
immediate and long-term objectives. Specific criteria are as
follows:

&nbsp
; (1) Publication

&nbsp
; The
candidate is expected to have published works beyond those
presented for promotion to Associate Professor. Among works that
will be considered are scholarly articles, book chapters, and
books. The articles should be published in international,
national or regional refereed or editorially reviewed journals.
The quality of the journal will be considered. Among the types
of books considered are scholarly books and textbooks. The
quality of the publishing house will be considered.

&nbsp
; The
candidate in creative writing is expected to have published works
of fiction or poetry beyond those presented for promotion to
Associate Professor. The works should be published in
international, national or regional refereed or editorially
reviewed journals. The quality of the journal or publishing
house, in the case of a chapbook or book, will be considered.

&nbsp
; The
candidate in dramatic writing is expected to have staged
performances or publications of dramatic works beyond those
presented for Associate Professor. These should be staged at the
national or regional level.

&nbsp
; Other
publications, such as book review essays, encyclopedia articles,
and biographical essays, will be considered on their merits.

&nbsp
; The
candidate in critical scholarship and creative writing may submit
a combination of scholarly and creative publications to meet the
above requirements.

&nbsp
; (2) Scholarly and Professional
Organizations

&nbsp
; The
candidate is expected to have presented papers at regional or
national scholarly conferences beyond those presented for
promotion to Associate Professor and/or to serve as officer of a
scholarly regional or national organization beyond the service
presented for promotion to Associate Professor.

&nbsp
; The
candidate in creative writing is expected to have given readings
as an invited guest of a university or college beyond those given
for promotion to Associate Professor, and/or to serve as
officer(s) of a national or regional scholarly organization(s)
beyond the service presented for promotion to Associate
Professor.

&nbsp
; (3) Scholarly, Creative, and
Professional Development

&nbsp
; The
candidate is expected to stay current in areas of expertise
through attendance at such scholarly, creative, and professional
settings as conferences, workshops, seminars, fellowships. The
candidate must provide evidence of continued scholarly, creative,
and professional development.

&nbsp
; c.
Accepted responsibility as a member of the academic community by
contributing his or her talents, leadership and expertise to the
needs of department, college, University, community and
profession.

&nbsp
; Computer-related work in any of the above areas will be
evaluated in accord with the MLA Guidelines and the attachments
in the Appendix.

&nbsp
; d. The
fulfillment of the above standards qualifies one for promotion to
Professor, not merely the completion of a minimum period.
However, the minimum time for the completion of the previous rank
shall be five years. A Professor shall have an earned doctorate
or other terminal degree appropriate to the faculty member's
teaching field.

&nbsp
; The Department of English bases
its criteria for this rank on the following section from the
Bradley University Faculty Handbook (Appendix B, 130b):
"Because the purpose of the Lecturer rank is specifically to
provide teaching for introductory courses, the appointment,
annual evaluation, and tenure requirements are specific to this
rank. Faculty members at the rank of Lecturer will be evaluated
on teaching effectiveness and professional service only, with
particular emphasis on teaching. Lecturers are engaged for the
exceptional contributions they can make to the classroom and/or
laboratory in their courses and are not, therefore, expected to
engage in the research and creative production activities of the
type appropriate and necessary for the professorial ranks."

&nbsp
; a. A
record of successful teaching in the fields for which he or she
was appointed. Those faculty seeking tenure must demonstrate
continued success and development in teaching since their initial
appointment at Bradley.

&nbsp
; b. A
record of achievement in professional development related to
pedagogical skills with the promise of comparable development in
the future. Achievement in professional development related to
pedagogy may be demonstrated by any of the following activities:

&nbsp
; 2. Teaching Evaluations (Official
course evaluations must be included. Other evaluations may
include one or more of the following and possibly also additional
items)

&nbsp
; &nbs
p; a. Summations of
evaluations that were not given to current classes [e.g.,
evaluations given to all alumni who took class, or just majors
after graduation, or some other group of present students or
alumni (include copies of the forms used and state to whom they
were directed)]

These procedures are intended as amplification of Section VI
ORGANIZATION AND CONTENTS OF PROMOTION AND TENURE MATERIALS, pp.
10-11, of the Department Tenure, Promotion, and Renewal
Guidelines. By following the specific guidelines listed in
Section VI and amplified below, faculty members who wish to be
considered for tenure or promotion should be able to develop the
best case possible.

It is the Chair's responsibility to set the date on which all
material for tenure or promotion must be delivered to the
Department Tenure and Promotion Committee for consideration by
the relevant subcommittee.

It is the faculty member's responsibility to let the Chair know
at least six weeks in advance of the announced date for
consideration for tenure or promotion. It is also the faculty
member's responsibility to present the best and most succinct
case possible.

1. Concerning the formal letter of application:

Provide a self-analysis of why you
believe you should be granted tenure or promoted, following the
format of the University/College Department criteria: (1)
teaching effectiveness, (2) scholarly and creative production,
(3) service. The analysis should explain points in your resume,
particularly on those matters that have relevance to why you
should now be granted tenure or promoted to associate professor
or professor in the Department of English.

2. Concerning letter(s) of nomination:

These letters should address the three
criteria for promotion, as stated above, and make specific
references to the candidate's resume.

3. Concerning the resume:

It should be in a professional format and
date back to the start of your professional career.

These recommendations should be solicited
by the Chair from those you believe may best speak for you.
According to the Department's need for information, additional
evaluations may be sought with your consent.

Provide as much historical evaluative
evidence as you feel is necessary for the various committees to
understand the quality of your teaching, research/creative
production, and service.

Include examples of those publications
which you believe most effectively represent your work. Remember
that some of this material will be sent forward. You do not want
to offer an unwieldy package or otherwise obscure the principal
case that you are making.

6. Package your
materials in a folder or file or notebook so that they are
manageable--clearly labeled, coherently organized, and readable.
Remember that if the appropriate department professorial
committee votes to send you forward for tenure or promotion, your
case will be reviewed by at least two committees that have as
their majority members who are unfamiliar with the discipline of
English.

The attached MLA "Guidelines for Evaluating Computer-Related
Work in the Modern Languages" offer a starting point for our
Department's dialogue on the matter. These guidelines constitute
a gathering of useful suggestions -- not the definitive
prescription -- for arguing how one's computer related
work contributes to teaching, research/creativity, and service.
As technology and its applications evolve, so will the means of
presenting and evaluating how faculty apply that technology in
their professional lives. Current guidelines will no doubt give
way to future guidelines revised and renewed to reflect evolving
standards.

At the moment, however, how do faculty present and evaluate
computer related work in our discipline? First, one can only
rely on parallels with judging more traditional means of
teaching, research/creativity, and service. In each area faculty
are asked to provide evidence of how their efforts produced
salutary results in the classroom, in research and/or creative
efforts, and in service to the University and profession. In
short, faculty must make the case that computer related work has
produced demonstrable results. Among other things, faculty must
show how computer related work enhances students' learning,
extends their scholarly and/or creative efforts, and promotes
service.

In some areas, these parallels with conventional modes of
teaching, research and creative production, and service prove
particularly useful. For example, making the case for the
quality of a publication in an on-line journal which relies on
referees to make editorial choices ought to be relatively easy.
However, other areas, such as contributions to on-line discussion
groups and listserv postings, provide less obvious parallels and
thus require further documentation and explanation by the faculty
member. In general, the newer the technology and its
application, the more challenging the task of articulating their
usefulness to the profession. It is incumbent upon the faculty
member to present a coherent and persuasive case.

In fact, the MLA guidelines emphasize that the individual faculty
member is obligated to explain the theory, usefulness, and
intellectual rigor of his/her computer related work -- and to
provide evidence of the same. This is nothing more than what is
asked of faculty members working with more conventional means,
but it will require faculty to present this information -- some
of which may be technical -- to a faculty audience with various
levels of computer expertise.

The Statement on Computer Support,
adopted by the Modern Language Association in 1993, highlights
the importance of new electronic technologies for the humanities
and provides the basis for departmental and institutional support
of modern language faculty members who use such technologies and
integrate them into their work. As the statement notes,
"Generating, gathering, and analyzing texts electronically
is becoming a necessity for all education, especially for the
contributions made by the humanities." As a supplement to
the 1993 statement, the following guidelines address means of
evaluating the scholarship, teaching, and service of faculty
members who study, develop, and use electronic technologies in
their work.

Because the role of computer technologies
in the study of language, literature, and writing is evolving,
departments wishing to hire and retain faculty members centrally
concerned with the application of these emerging technologies to
the humanities need to consider the tasks, support, and
evaluative procedures involved. And faculty members who pursue
computer-related work as part of their formal assignments should
be prepared to make explicit the results, theoretical basis, and
intellectual rigor of their work, as well as its relevance to the
discipline. The following guidelines, which deal with both the
hiring and promotion processes, are designed to help departments
and faculty members build productive working relations, effective
evaluation procedures, and means of disseminating the results of
computer-related work.

Guidelines for Search Committees and Job Candidates

When departments seek candidates with
computer expertise or when candidates wish to have such work
considered an important part of their positions, there should be
an initial understanding of the recognition given to
computer-related work and of what electronic facilities are
available or planned.

Departments should ensure that
computer-related work can be evaluated within their tenure and
promotion procedures. In particular, search committees should be
prepared to discuss the following with all candidates

&nbsp
; - how the department evaluates research and publication in
computers and the humanities,

&nbsp
; - what importance is attached to the development of new
software and what criteria are used to evaluate such software,

&nbsp
; - what credit is given for the integration of electronic
technologies into courses,

&nbsp
; - what recognition is given to professional activities
relating to computing, and

&nbsp
; - what criteria are used to evaluate faculty members who
provide computing support to colleagues, staff, and students.

As candidates discuss the teaching,
scholarship, and service responsibilities of an academic
position, it is important that they ask questions, such as the
following, about the role of electronic technologies in the
department and the university: Are technical support staff
members available to the department's faculty members and
students? Does the department plan to undertake initiatives in
the use of electronic technologies? What access do faculty
members and students have to computer facilities and
resources?

Guidelines for Reappointment, Tenure, and Promotion
Reviews

Computer-related work, like other forms
of scholarship, teaching, and service, should be evaluated as an
integral part of a faculty member's dossier, as specified in an
institution's guidelines for reappointment, promotion, and
tenure. Faculty members are responsible for making a case for the
value of their projects, articulating the intellectual
assumptions underlying their work, and documenting their time and
effort. In particular, faculty members expecting recognition for
computer-related work should ensure that their projects remain
compatible with departmental needs, as well as with criteria for
reappointment, tenure, and promotion. Periodic reviews provide
an opportunity to assess the match between a faculty member's
scholarly and pedagogical development and the department's needs
and expectations.

Because appropriate roles for computer
technology in the study of language, literature, and writing are
still emerging, faculty members should be prepared to explain

- what theory informs their work.

- why their work is useful to the
discipline.

&nbsp
; - the evidence of rigor and intellectual content in their
work.

Documentation of projects might include internal or external
funding, awards and professional recognition, and reviews and
citations of work either in print or in electronic journals.

For subsequent evaluation of professional
service, faculty members should maintain a record of the duties
involved in activities such as organizing and managing a lab
facility,increasing the meaningful use of electronic media in
instruction, training student aides or faculty colleagues, and
moderating an electronic discussion group.

Pedagogy and scholarship involving
technology often entail collaborative or interdisciplinary work.
Departments need to find appropriate ways to evaluate the faculty
member's role in such work. This process may include finding
evaluators with expertise in both specific disciplines and
computer technology; these experts are best qualified to evaluate
and translate accomplishments in a rapidly changing field.
Sources that may help departments choose appropriate evaluators
include the editorial boards of computer-related journals (e.g.,
CALICO Journal, Computers and the Humanities, Computers and
Composition, Hypermedia), the committees focusing on
electronic technologies in appropriate scholarly and professional
organizations (e.g., the MLA, CCCC, ACTFL, the AATs, NCTE), the
courseware review sections of modern language journals (e.g.,
CALICO Journal, Computers and the Humanities, Computers and
Composition, Foreign Language Annals, French Review, Hispania,
IALL Journal, IDEAL: Issues and Developments in English and
Applied Linguistics, Language Learning Journal, Literary and
Linguistic Computing, the Northeast Conference
Newsletter, the Institute for Academic Technology's
Newsletter and Research Reports, TESOL Journal, Tongues
Untied, Unterrichtspraxis), Humanities Computing Yearbook
(Oxford UP), and the latest edition of the CALICO Resource
Guide (Durham: CALICO).

Computer technology is quickly becoming indispensable for
teaching and research in language, literature, writing, and
linguistics. Electronic media are already essential for the
representation, storage, and transmission of knowledge generally
and for knowledge in the language-and text-centered humanities
particularly. Computer technologies make possible ways of
learning, teaching, writing, and conducting research that have
never before been available. Specific types of text-based
research and literary and linguistic analysis rely on computers
for concordances, searches, statistical analysis, modeling, and
access to literary or linguistic databases. Computers with speech
and interactive-video capability are increasingly useful for the
language laboratory, as are classrooms with word-processing and
text-sharing capabilities for the teaching of writing. The
increasing availability of electronic texts and of dramatic
literature in videodisk format makes the computer equally useful
to the teacher of literature. In addition, word-processing
facilities both for scholarship and for the preparation of
teaching materials are no longer a luxury, since the computer
greatly facilitates manuscript preparation, including the
creation of indexes, bibliographies, and camera-ready copy.
Insofar as resources permit, colleges and universities should
recognize and support these changes.

Guidelines for Access and Support

1. Personal computer and printer. A shared computing
facility is usually not an adequate substitute for a personal
computer or workstation in the office. Faculty members in
language, literature, writing, and linguistics also require
connections to international networks and easy access to nearby
printers. Routine maintenance and replacement of outdated
equipment in a timely and cost-effective manner are essential.

2. Choice of hardware and software. Faculty members should
play a major role in decisions about equipment and software
purchases. The hardware and software configuration should be in
line with the state of the art and appropriate to the needs and
preferences of the faculty member. Among the tools that
humanities scholars may need are high-performance computers,
scanners, digital and optical storage devices, audio devices,
and special software and hardware suitable for multiple languages
or specialized applications.

3. Technical support and training. Faculty members and
students need access to basic training and support in using
electronic technologies. Institutional support should go beyond
strictly technical training. As Brian Hawkins suggests,
"This means providing support by people who understand both
the technology and the methodologies and disciplinary content of
a givenfaculty member. This would constitute a new kind of
support person in most of our computing
organizations"(31).

4. Computer networks. All members of the academic
community, from undergraduates to senior faculty members, should
have access to computer networks, which facilitate use of
electronic text repositories, library catalogs and materials,
databases, electronic mail, and professional bulletin boards.

5. Integrating technology into teaching and learning.
Where possible and appropriate, colleges and universities should
begin designing, implementing, and preparing for routine
administration of electronic classrooms, including multimedia
classrooms, starting with equipment that can be wheeled into a
traditional classroom for the teaching of language, composition,
and literature. Students deserve to be taught using the
technologies widely available outside the university. Just as
important is equitable student access to the computer facilities
necessary to course work.

6. Development of educational materials and tools. Because
faculty members are in the best position to know what software
tools are appropriate for humanities education and research,
colleges and universities should actively encourage them to
participate in the development of computer-based educational and
professional materials. Integral to the development process
should be a realistic assessment of the human and other resources
required.

7. Recognition of contributions by faculty members.
Faculty members who develop computer-based educational
applications and scholarly works should be recognized for their
curricular, pedagogical and scholarly contributions. Electronic
material should be evaluated as other comparable materials would
be, through external review by experts as part of the review
process. Colleges and universities should develop a written
policy concerning the evaluation of electronic publications in
the tenure and promotion process so that faculty members can make
decisions about appropriate ways to distribute their research
(see Burstyn). In addition, if faculty members are expected to
provide computer support within the department, they should be
appropriately compensated or rewarded.

8. Responsibility for graduate student training. Graduate
students should be trained in the potential uses of electronic
technology as an aid to teaching and research, including (as
appropriate) desktop publishing, database and spreadsheet
programs, computer-assisted language learning, authoring systems
and tools, hypertext, telecommunications, and access to the
networks and to databases. Such training should also include the
use of electronic technology as a tool for language and text
analysis.

Generating, gathering, and analyzing texts electronically is
becoming a necessity for all education, especially for the
contributions made by the humanities. Therefore, while immediate
implementation of all these recommendations may not be feasible
at small colleges or a schools facing financial difficulties, all
institutions of higher education should develop long-term plans
for working toward these goals.